Abstract
The scope and forms of design practices are increasingly in flux as new technological capacities are negotiated within evolving social, environmental, and political agendas. This provides design education with an imperative to activate pedagogies that enabling students to become sense-makers able to navigate the expanding complexity and ambiguity of emerging design agencies. This obligates design educators to reposition themselves from being central organizers of learning processes to becoming facilitators of agile cultures of inquiry that engage students as active agents of investigation. This imperative has inspired a new critical and extra-disciplinary graphic design curriculum organized around four pillars of making, collaboration, research, and cultural literacy in the workshop facilitator’s university. The workshop introduces a pedagogical integration of a platform design model, an organizational cultural development framework, and a decentralized leadership perspective being used within the new curriculum’s implementation. To provide a context for the workshop’s content, the facilitator begins with leading participants in identifying their values and aspirations for engaging design students with learning within a seminar or studio culture. The facilitator then presents an outline of a system of integrating platform design, organizational culture, and leadership as an approach to forming a course’s agile culture of inquiry. This overview provides a brief example of its application. The remainder of the workshop is a guided discussion on how this system, or aspects of it, might be used by the participants as they pursue some of their values and aspirations identified at the start of the workshop.
Presenters
Peter MartinAssistant Professor, Graphic Design, Virginia Commonwealth University Arts Qatar, Qatar
Details
Presentation Type
Theme
KEYWORDS
Pedagogical Platforms, Learning Cultures, Student Engagement, Leadership, Decentralized Teaching
